Creating and Adopting Open Educational Resources in Entrepreneurship and Innovation

Presenters: Geoffrey Graybeal, Michelle Ferrier

This session will explore the creation and adoption of Open Educational Resources in the areas of Entrepreneurship and Innovation. Panelists include editors, authors and adopters of the Rebus Foundation’s Media Innovation and Entrepreneurship textbook first published in 2017 and the OpenStax Entrepreneurship textbook published in 2020. Hear about the initial processes and ongoing efforts to develop the materials and how they have been used in university programs around the world.
One panelist will discuss a current effort to change the introductory entrepreneurship curriculum at Georgia State University to the adoption and inclusion of OER materials through an Affordable Learning Georgia large-scale Textbook Transformation Grant.
Panelists will also address how applying Open Educational Resources have aided curriculum changes as a result of the Covid-19 pandemic.

Panelists:
Liz Mays, Arizona State University
Dr. Michelle Ferrier, FAMU
Dr. Barbie Chambers, Texas Tech University
Dr. Geoffrey Graybeal, Georgia State University

Learning Outcomes:

• • Review Open Educational Resources within the context of entrepreneurship and innovation
  • Identify applications of Open Education during the Covid-19 response
  • Demonstrate uses of Open Educational Resources within entrepreneurship and innovation at university programs
  • Apply Open Education entrepreneurship and innovation practices, processes and resources

LINK to FERRIER AND MAY SLIDES:  https://www2.slideshare.net/locallygrownnews/2020-opened-media-innovation-entrepreneurshipferrier-mays

LINK TO GRAYBEAL SLIDES: https://mygsu-my.sharepoint.com/:u:/g/personal/ggraybeal_gsu_edu/EeOp0ev_qpBMuJJQIFU05ZgBR_ffGg3LuQcMY5vZ2fEsCg?e=VVfE5r

Student Creators: Developing an Open Marketing Resource for Non-Profits

Presenters: Andrea Niosi, Paris Summers, Vanessa Mora

This session is designed as a traditional presentation built using slides, screenshots, and live demonstrations to showcase how 34 Marketing and Graphic Design students from KPU were able to successfully create a large-scale OER project in 13 weeks.

The presentation is structured to walk the audience through our 13-week journey together:
1. (Andrea) How the course was structured; how the project was framed & scheduled; how guest speakers were integrated; the tools and resources provided/used; the role of anti-racism, representation, and accessibility; the use of “ungrading” and reflective ePortfolios.
2. (Vanessa & Paris) Students’ perspective on learning about Open & the SDG’s; how to conduct Open research; the learning curve on developing an Open resource in Pressbooks; collaborative and team work in a distance-learning Pandemic-induced environment; and reflecting on the entirety of the project by developing ePortfolios.

KPU students enrolled in the 4th year “Integrated Marketing Communications” course in the Summer 2020 term embarked on an ambitious project: to create an Open marketing resource for non-profits, activists, and advocacy groups who often have the least amount of marketing dollars and the fewest number of marketing resources to research, design, plan, and execute marketing campaigns.

By drawing on available OERs and by highlighting the success behind activists movements such as Black Lives Matter, the Wet’suwet’en land defenders, and Hogan’s Alley Society, students developed a comprehensive IMC Guide that takes the reader through the process of creating successful marketing campaigns.

The Open Guide to IMC includes a number of Open resources including templates for crafting Creative Briefs, developing Content Calendars, and designing Brand Identities. Students created the Open Guide for IMC to be fully Accessible and interactive with over 60 H5P content types.

Before beginning the project, students were asked to first develop a deeper understanding of a few foundational concepts: the SDG’s, the Open Movement, the Creative Commons; and Open tools & resources that can be used in Open development.

Students were then sorted into 1 of 3 groups and began a 13-week process of researching, writing, curating, editing, and attributing. By the end of the term, each student worked on every part of the Open Guide, allowing them to apply their existing marketing knowledge and graphic design skills while also developing new ones.

Learning Outcomes:
1. Identify how to engage students in open pedagogy projects
2. Learn how to organize a class-wide OER project
3. Become more familiar with how to integrate various tools and technologies to support OER development (e.g. Hypothesis, H5P, Pressbooks)
4. Acquire first hand advice and feedback from OER-authors (students) and gain insight on how to engage students in similar open pedagogy projects